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Journal of Positive Behavior Interventions
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Efficacy of a Function-Based Intervention in Decreasing Off-Task Behavior Exhibited by a Student With ADHD

Brenna Stahr

Peabody College of Vanderbilt University

Danielle Cushing

Peabody College of Vanderbilt University

Kathleen Lane

Peabody College of Vanderbilt University, kathleen.lane{at}vanderbilt.edu

James Fox

East Tennessee State University

This study examined the effects of a function-based intervention implemented with a student, Shawn, who had attention-deficit/hyperactivity disorder, internalizing behavioral problems, and a speech and language impairment. Shawn attended a fourth-grade classroom in a self-contained school that served students with emotional and behavioral disorders. During language and math classes, Shawn exhibited high rates of off-task behavior. His teacher viewed these behaviors as disruptive, creating lost instructional time for all students. Functional assessment data indicated that Shawn's off-task behavior was maintained by attention (positive reinforcement) and escape from tasks (negative reinforcement). A function-based intervention including a communication system, a self-monitoring component, and extinction resulted in improvements in Shawn's behavior. The classroom teachers and Shawn rated the intervention favorably. Limitations and directions for future research are offered.

Journal of Positive Behavior Interventions, Vol. 8, No. 4, 201-211 (2006)
DOI: 10.1177/10983007060080040301
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Home page
 Journal of Emotional and Behavioral DisordersHome page
K. Lynne Lane, L. A. Rogers, R. J. Parks, J. L. Weisenbach, A. C. Mau, M. T. Merwin, and W. A. Bergman
Function-Based Interventions for Students Who Are Nonresponsive to Primary and Secondary Prevention Efforts: Illustrations at the Elementary and Middle School Levels
Journal of Emotional and Behavioral Disorders, January 1, 2007; 15(3): 169 - 183.
[Abstract] [PDF]